Direct Instruction
Direct Instruction Lesson
1. State learning objectives and orient students to the lesson: Tell students what they will be learning and what performance will be expected of them. Whet students' appetites for the lesson by informing them how interesting, important, or personally relevant it will be to them.
2. Review prerequisites: Go over any skills or concepts students need in order to understand today's lesson.
3. Present new material: Teach the lesson, presenting information, giving examples, demonstrating concepts, and so on.
4. Conduct learning probes: Pose questions to students to assess their level of understanding and correct their misconceptions.
5. Provide independent practice: Give students an opportunity to practice new skills or use new information on their own.
6. Assess performance and provide feedback: Review independent practice work or give a quiz. Give feedback on correct answers, and reteach skills if necessary.
7. Provide distributed practice and review: Assign homework to provide distributed practice on the new material. In later lessons, review material and provide practice opportunities to increase the chances that students will remember what they learned and will be able to apply it in different circumstances.
Source: Hunter, Madeline. (1989). Mastery Teaching. 2nd, CA: TIP Publications.
Krupp, M. (2014). Robert Gagné Nine Events of Instruction Explained [Slideshare]. Retrieved on January 11, 2017, from http://www.slideshare.net/MissyKrupp/robert-gagne-9-events-of-instruction-explained
Click on the following link to view a video in Study.com about Direct Instruction.
Indirect Instruction
What is Indirect Instruction?
Cloze Procedure
California Lutheran University. (2017). Indirect Instruction. Retrieved February 17, 2017, from http://public.callutheran.edu/~mccamb/indirectinstruction.htm
Direct and Indirect Instruction
A B C
A = Direct Approaches: Lecture, Drill and Practice, Demonstration, Modelling
B = Combination: Lecture-Discussion
C = Indirect Approaches: Problem Solving, Case Studies, Discussion, Venn Diagrams
Activity
What is Direct Instruction (DI)?
How is Direct Instruction (DI) Taught?
What are some Direct Instruction (DI) Strategies?
What is Indirect Instruction?
How is Indirect Instruction Taught?
What are some Indirect Instruction Strategies?
Explain the difference between direct and indirect Instruction?
Assignment
Research and Present a teaching approach strategy in 5 minutes Wednesday 22nd February, 2017
Direct Instruction Lesson
1. State learning objectives and orient students to the lesson: Tell students what they will be learning and what performance will be expected of them. Whet students' appetites for the lesson by informing them how interesting, important, or personally relevant it will be to them.
2. Review prerequisites: Go over any skills or concepts students need in order to understand today's lesson.
3. Present new material: Teach the lesson, presenting information, giving examples, demonstrating concepts, and so on.
4. Conduct learning probes: Pose questions to students to assess their level of understanding and correct their misconceptions.
5. Provide independent practice: Give students an opportunity to practice new skills or use new information on their own.
6. Assess performance and provide feedback: Review independent practice work or give a quiz. Give feedback on correct answers, and reteach skills if necessary.
7. Provide distributed practice and review: Assign homework to provide distributed practice on the new material. In later lessons, review material and provide practice opportunities to increase the chances that students will remember what they learned and will be able to apply it in different circumstances.
Source: Slavin, R. E. (2006). Educational psychology: Theory and practice. (8th ed.).
Boston: Pearson.
Madeline Hunter Instructional Model
Goals:
Statement(s) proclaiming the all-encompassing purpose of the lesson.
Objectives: Brief
statement(s) listing the desired result(s) of the lesson.
Anticipatory Set:
Anticipatory set is the result of an activity which occurs during the time that
students are physically arriving or mentally “shifting” gears from the activity
just finished.
Anticipatory set elicits attending behavior, deliberate
focus, and a mental readiness or “set” for the content of the ensuing.
Instructional Input:
To plan this step, the teacher must determine what information (new or already
processed) is needed by the student in order to accomplish the present
objective(s).
Modelling: It is
helpful for students to not only know about and to see examples of an acceptable
finished product (story, poem, model, diagram, graph) or a process (how to identify
the main ideas, weave, articulate thinking while proceeding in the assignment,
kick a ball, etc.).
Monitoring to Check
for Understanding: The teacher needs to check for student’s possession of
essential information and also needs to observe student’s performance to make
sure he/ she exhibits the skills necessary to achieve the instructional
objectives.
Guided Practice:
The beginning stages of learning are critical in the determination of future successful
performance. Consequently, the student’s initial attempt in new learning should
be carefully guided so he/she is accurate and successful.
Independent Practice:
The student can perform without major errors, discomfort or confusion, he/she
is ready to develop fluency by practicing with minimal teacher supervision.
Closure: Closure
is a summarising event to help students organise lesson materials and activities,
consolidate learning, and/or draw their attention to ‘the completion of a
lesson or unit. It typically encompasses such steps as reviewing major points,
summarising a discussion, pulling together key relationships, highlighting key
rules and principles, providing practice or extending opportunities, etc.. ln
addition, to those “pulling together” effects, closure can provide students with
a sense of accomplishment and progress.
Materials Needed:
Varies according to lesson.
Allowances for Individual Differences: This section should
address how the intern would modify curriculum and instruction in this lesson
for diverse students. “Extended” lesson activities for able learners and
“remedial” lesson activities for children having difficulty should both be considered
and addressed.
Lesson Evaluation: Written evaluation following lesson.
Lesson Evaluation: Written evaluation following lesson.
Gagné Nine Events of Instruction
Krupp, M. (2014). Robert Gagné Nine Events of Instruction Explained [Slideshare]. Retrieved on January 11, 2017, from http://www.slideshare.net/MissyKrupp/robert-gagne-9-events-of-instruction-explained
MTTC. (2003-2007). Direct Instruction Teaching Method: Definition, Examples & Strategies, Study.com, retrieved on February 17, 2017, from http://study.com/academy/lesson/direct-instruction-teaching-method-definition-examples-strategies.html
Indirect Instruction
What is Indirect Instruction?
In contrast to the
direct instruction strategy, indirect instruction is mainly student-centered,
although the two strategies can complement each other.
Indirect instruction
seeks a high level of student involvement in observing, investigating, drawing
inferences from data, or forming hypotheses. It takes advantage of students'
interest and curiosity, often encouraging them to generate alternatives or
solve problems.
In indirect
instruction, the role of the teacher shifts from lecturer/director to that of
facilitator, supporter, and resource person. The teacher arranges the learning
environment, provides opportunity for student involvement, and, when
appropriate, provides feedback to students while they conduct the inquiry.
Examples of Indirect
Instruction:
California Lutheran University. (2017). Indirect Instruction. Retrieved February 17, 2017, from http://public.callutheran.edu/~mccamb/indirectinstruction.htm
Direct and Indirect Instruction
Venn Diagram = Teaching Approaches/Strategies
A B C
A = Direct Approaches: Lecture, Drill and Practice, Demonstration, Modelling
B = Combination: Lecture-Discussion
C = Indirect Approaches: Problem Solving, Case Studies, Discussion, Venn Diagrams
Activity
What is Direct Instruction (DI)?
How is Direct Instruction (DI) Taught?
What are some Direct Instruction (DI) Strategies?
What is Indirect Instruction?
How is Indirect Instruction Taught?
What are some Indirect Instruction Strategies?
Explain the difference between direct and indirect Instruction?
Assignment
Research and Present a teaching approach strategy in 5 minutes Wednesday 22nd February, 2017
By providing:
- definition
- advantages
- disadvantages
- implementation of the strategy
- Any additional information e.g. types, etc.
Research
The research is to be typed, referenced using APA Style and emailed to all students and the facilitator before the class on Wednesday 22nd February, 2017.
Presentation
The clarity of the information, eye contact and voice volume will be observed during the 5 minutes time allocated.
Primary Trainees
- Behaviourism - Carma
- Direct Instruction - Joan
- Lecture - Marsha
- Lecture-Discussion - Tara
- Constructivism - Connie
- Cooperative learning - Earlyn
- Grouping - Patsy
- Jigsaw I & II - Javere
- Group Investigation - Cleona
- Problem solving - Diana
- Critical Thinking - Sasha
- Discussion - Shiral
- Questioning - Jahwauni
- Discovery learning - Akeesha
- Field trips - Claudette
- Differentiated instruction - Curlene
- Mastery learning - Thalia
- Demonstration - Natoya
- Peer tutoring - Simone
- Team teaching - Cynthia, Kheriann
Secondary Trainees
- Behaviourism - Kenesha
- Direct Instruction - Kenesha
- Lecture - Kesha
- Lecture-Discussion - Kesha
- Constructivism - Turkessa
- Cooperative learning - Turkessa
- Grouping - Renee
- Jigsaw I & II - Renee
- Group Investigation - Myra
- Problem solving - Myra
- Think-pair-share - Shanike
- Scaffolding - Shanike
- Critical Thinking - Davaniea
- Discussion - Davaniea
- Questioning - Sika
- Discovery learning - Sika
- Field trips - Desonee
- Differentiated instruction - Desonee
- Mastery learning - Tammica
- Demonstration - Tammica
- Peer tutoring - Simone, Carissa
- Team teaching - Simone, Carissa
Teaching Approaches/Strategies by Terry-Ann Marsh-Roberts is licensed under a Creative Commons Attribution 4.0 International License.
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